Special Education Core Skills (Birth to Age 21)

Subtest 2 Sample Items

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Question 1

1. A fifth-grade student has been referred for a comprehensive evaluation for special education services. The student experiences difficulty in reading comprehension in all subject areas, and has received intervention services for two years. When selecting formal assessment instruments to include in this evaluation, a special education teacher should consider which of the following questions?

1. Which assessments will effectively reflect comprehensive information on the student's knowledge and ability?
2. Are accommodations and modifications available for the student when taking the assessments?
3. Does the assessment contain content from all subject areas in the student's curriculum?
4. Is the format of the assessment able to be adapted to the student's present reading comprehension ability?

Answer to question 1

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Correct Response: A. (Objective 0006) The purpose of a comprehensive assessment and evaluation is to accurately identify an individual student's patterns of strengths and needs. The information obtained from the assessments should address the student's learning and whether or not a disability affects the student learning. When assessments are selected, the individual abilities of the student who is being assessed should be taken into account.

Question 2

2. A fourth-grader with attention-deficit/hyperactivity disorder (ADHD) takes a prescribed stimulant medication with breakfast to help with focus at school. The medication only lasts about four hours because the student has difficulty falling asleep at night with longer-lasting medications. Knowing this information, the special education teacher should use which of the following procedures when administering a standardized test to the student?

1. giving the assessment in the morning when the student will likely be the most focused
2. making sure the student is familiar with the format of the assessment questions
3. giving the student additional time to complete each section of the assessment
4. making sure the assessment is given to the student in a room with limited distractions

Answer to question 2

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Correct Response: A. (Objective 0006) It is important for special education teachers to take into consideration the general effects of various types of medications on the educational functioning and behavior of individuals with disabilities when planning and administering assessments. The student is taking a short-lasting ADHD medication (typically four hours) that wears off later in the day. Assessing the student in the morning ensures that the medication is working so that the student is able to perform most optimally.

Question 3

3. An early childhood special education teacher works on an early intervention team for children ages birth to two. The teacher visits children and their families in their homes. Which of the following children would be eligible to receive early intervention services?

1. a nineteen-month-old who is just learning to walk independently
2. a twelve-month-old who was born prematurely, weighing three pounds at birth
3. a seven-month-old who has an older brother with autism spectrum disorder (ASD)
4. an eighteen-month-old who has an expressive vocabulary of approximately fifty words

Answer to question 3

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Correct Response: B. (Objective 0006) Children under the age of three are eligible for early intervention services if the child is experiencing developmental delays in one or more areas of development or has a diagnosis that has a high probability of resulting in a developmental delay. A child who was born prematurely, weighing only three pounds, is more likely to have developmental delays and is eligible for early intervention services. The child will receive visits from an early intervention team until three years of age.

Question 4

4. An eighth grader with autism spectrum disorder (ASD) attends general education classes full-time. The student's Individualized Education Program (IEP) includes a mathematics goal. For the past two years, the student has taken the Minnesota Comprehensive Assessment (MCA) and scored at the lowest achievement level. At the latest IEP meeting, the team determined that the student is unlikely to achieve proficiency on the MCA for the year. Which of the following steps should the IEP team take to support the student in testing?

1. determining the student's weaknesses from previous MCA test scores and arranging after-school tutoring in that subject area or areas
2. suggesting that the student be assessed using the Minnesota Test of Academic Skills (MTAS)
3. changing the testing conditions for the student and adding additional accommodations to help her during the MCA
4. recommending that the student take the MCA-Modified

Answer to question 4

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Correct Response: D. (Objective 0006) The student meets all the requirements to be eligible for the MCA-Modified. This test is offered to a small number of students whose disabilities have prevented them from achieving grade-level proficiency. The following requirements must be met in order to be eligible for the MCA-Modified: the student has performed at the lowest achievement level on the MCA for the past two consecutive years, the student has access to instruction on grade-level standards in reading and/or math, the student has an IEP with at least one goal based on grade-level standards in the content area being assessed by the MCA, and the team has determined that the student is unlikely to achieve proficiency on the grade-level test even with appropriate accommodations.

Question 5

5. A student whose home language is not English and who is not proficient in English will be administered an educational evaluation. Which of the following accommodations should the test administrator implement during assessment to support unbiased results for the student?

1. speaking more slowly than usual when administering the assessment to the student
2. using a translator for the student's assessment
3. shortening the length of the overall assessment for the student
4. modifying the assessment questions using simple language so the student is better able to understand

Answer to question 5

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Correct Response: B. (Objective 0006) Accommodations are changes to the assessment procedures and materials that do not substantially alter the instructional level, the content of the curriculum, or the assessment criteria. The accommodation of a translator for the student is responding to the student's need to understand the test in his home language and makes the educational assessment fair for the student.

Question 6

6. A ten-year-old who is severely multiply impaired (SMI) uses a speech output device to communicate and a wheelchair for mobility. The student is ready for a three-year Individualized Education Program (IEP) reevaluation. Which of the following assessments would be the most appropriate for the special education teacher to include in this reevaluation?

1. a standardized achievement test
2. a criterion-comparison test
3. an adaptive behavior checklist
4. a curriculum-based measurement

Answer to question 6

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Correct Response: C. (Objective 0006) In this example, an appropriate way to gather information about the student's progress would be to give someone close to the student (e.g., parents/guardians or teachers) a checklist to complete about the student's adaptive behavior. Adaptive behaviors are necessary for people to live independently and to function safely and appropriately in daily life. This information would be beneficial for planning appropriate goals for the student at the next IEP meeting.

Question 7

7. A tenth-grade student with a specific learning disability (SLD) in writing and who attends general education classes full-time is preparing to take the Minnesota Comprehensive Assessment (MCA). In which of the following ways should the student's Individualized Education Program (IEP) team support the student's experience in taking the MCA?

1. implementing accommodations for the student during the MCA that are documented annually in the student's IEP as being necessary during assessments
2. providing a note taker to write answers for the student while taking the MCA
3. repeating test directions and giving the student extra time as needed while taking the MCA
4. talking with the student and determining which accommodations he feels would be most beneficial to him during this MCA testing

Answer to question 7

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Correct Response: A. (Objective 0006) All public school students are required to participate in statewide assessments. Students with disabilities should receive accommodations in taking the assessments, but the accommodations cannot change the construct intended to be measured by the assessment or the integrity of test results. The accommodations that the student receives during MCA assessment should be written into the student's IEP as accommodations they receive during assessments all year long.

Question 8

8. A special education teacher works in a middle school resource room and plans to assess students on their oral book report presentations. The teacher wants to grade students based on clear expectations of what is required for the assignment. Which of the following assessments would be most effective for this purpose?

1. recording a video of each student's performance and reviewing it with each student to rate the presentation
2. recording anecdotal notes during each student's presentation
3. using a rubric to assess each student on their presentation
4. asking students to complete an assessment of their peers' performance after each presentation

Answer to question 8

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Correct Response: C. (Objective 0006) Using a rubric during a performance assessment gives the teacher the opportunity to focus on several key areas of the presentation while watching and listening. The students are typically given a rubric ahead of time so they know and understand what they will be graded on. Teachers who use a rubric are able to grade students objectively and consistently.

Question 9

9. The primary role of intelligence testing in the educational evaluation of a student identified with a disability is to:

1. offer projective academic achievement outcomes for the student in later years.
2. identify the classroom setting considered the student's least restrictive environment.
3. develop alternative academic standards tailored to the student's level of functioning.
4. support the design of effective instruction to address the student's individual strengths and needs.

Answer to question 9

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Correct Response: D. (Objective 0006) Intelligence tests measure thinking and problem-solving skills. They are included as a component of an educational assessment to provide information about a student's intellectual potential. By gathering this information about a student's strengths and needs in learning, teachers and parents/guardians can identify areas in which students are strong and areas which need focused attention to be strengthened.

Question 10

10. As part of a comprehensive evaluation, an Individualized Education Program (IEP) team will review the classwork portfolio for a student who is experiencing difficulty in mathematics. The IEP team can use this assessment information to:

1. identify influences in the student's school experiences that may affect the student's struggles in math.
2. determine the most appropriate setting for the student's math instruction and learning.
3. gain insight about the student's knowledge and application of math strategies over time.
4. obtain specific information about the student's strengths and needs compared to the student's peers.

Answer to question 10

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Correct Response: C. (Objective 0006) A student portfolio is a systematic collection of student work that illustrates a student's activities and accomplishments in one or more school subjects. The collection should include guidelines for selecting the portfolio contents, criteria for judging the quality of the work, and evidence of student reflection and self-evaluation. The goal is for students to assemble portfolios that represent their capabilities in a subject area. Portfolios are compiled over the school year, which allows students, teachers, parent/guardians, and others working with students to review and analyze specific examples of work over time, as illustrated within the portfolio.

Question 11

11. A sixth-grade student has a specific learning disability (SLD) in reading. In the course of monitoring the student's Individualized Education Program (IEP) goals, the special education teacher notes that the student has not made adequate progress due to increasing difficulty with comprehension of content-area texts. At the student's annual IEP meeting, the IEP team should document this information as part of which of the following IEP components?

1. recent evaluation results
2. present level of educational performance
3. special education and related services
4. extended school year

Answer to question 11

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Correct Response: B. (Objective 0007) The present level of educational performance is a summary describing the student's current achievement in the areas of need. It addresses the student's strengths, effective teaching approaches, and interventions to enable student success. It explains the needs of the student and states how the student's disability affects progress made in the general curriculum. Every goal written on an IEP must relate to a need identified in the present level of educational performance.

Question 12

12. A third grader with a mild developmental cognitive delay (DCD) and low muscle tone attends a general education class with support from a special education teacher and an occupational therapist. The student's third-grade teacher reports that the student has been having difficulty writing numbers into the small answer boxes for math quizzes. Which of the following low-tech assistive technology aids would be most helpful for the special education teacher to recommend for the student?

1. paper with raised lines
2. a slant board
3. a tactile ruler
4. rubber stamps with large handles

Answer to question 12

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Correct Response: D. (Objective 0007) In this scenario, the student's low muscle tone prevents the correct holding of a pencil to write math answers in the boxes on the paper. A rubber stamp with a large handle can be easier to use than a pencil for someone with low muscle tone. Rubber stamps can be used to print numbers, letters, and words.

Question 13

13. A fourth grader was recently classified with a specific learning disability (SLD) in mathematics as well as an emotional or behavioral disorder (EBD). The student becomes anxious when called on in class and when working in small groups or with a partner. The student's assessment scores are at or above grade level for language arts, social studies, and science, but below grade level for mathematics. In addition to general education art, music, and physical education classes, which of the following placements would be most appropriate for the special education teacher to recommend for the student's placement?

1. a resource room for all academic subjects in which coping skills are taught throughout the school day
2. special education services in a resource room for math, a general education class for other academic subjects, and built-in behavioral supports throughout the day
3. a substantially separate classroom with other students with similar disabilities for all academic subject areas and emotional or behavioral needs
4. a general education fourth-grade class for all subjects, an after-school tutor for math, and daily sessions with a school counselor

Answer to question 13

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Correct Response: B. (Objective 0007) According to the Individuals with Disabilities Education Improvement Act (IDEIA), students must be educated in the least restrictive environment (LRE). The LRE for this student is a setting that provides an appropriate program with specialized supports in as typical a school environment as possible. Including the student in the general education fourth grade for academic classes in which she is successful will improve her self-confidence. The resource room for math will allow her to work at her level in a smaller group and get the support she needs. Building coping skills into her day that she can use when she feels she is getting upset will allow her to develop self-control of her emotions.

Question 14

14. A first-grade student receives Title I services for reading. The student's file also states that the student received Title I services the entire year of kindergarten. At the fall parent-teacher conference, the student's parents present the teacher with a letter requesting that their child be evaluated for special education services. Which of the following best describes the teacher's most appropriate response to this request?

1. giving the request back and telling the parents that they need to wait until the school mails them an official request form to fill out
2. suggesting the parents try hiring a tutor before assuming their child needs additional services from the school
3. explaining to the parents that their child needs to complete four years of Title I services before becoming eligible for special education
4. passing along the request to the school's team of professionals who will review the referral and determine how to proceed

Answer to question 14

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Correct Response: D. (Objective 0007) Federal and state laws and regulations state that parents/guardians have the right to request an evaluation for special education services at any time. Upon request for an evaluation, the school has three options: develop interventions within the general education classroom, refer the student to the school's Section 504 team to determine if an accommodation plan is appropriate, or conduct a comprehensive evaluation within 30 school days to determine if the student is eligible for special education services.

Question 15

15. An Individualized Education Program (IEP) team is writing goals for a student with an emotional or behavioral disorder (EBD). Which of the following statements describes a measurable goal for the student?

1. The student will make appropriate choices for focusing and paying attention during each teacher-led lesson.
2. The student will be responsible for bringing homework to and from school each day.
3. The student will stand, hands at sides, in line with peers during four out of six daily transitions.
4. The student will act in a cooperative manner during group reading with peers.

Answer to question 15

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Correct Response: C. (Objective 0007) Each Individualized Education Program (IEP) goal must be measurable in clearly defined terms so that the IEP team will know if the student is making progress on each one. In this example, the goal for the student's behavior can be measured four out of six times during daily transitions. The teacher would be able to observe the student's behavior and document progress.

Question 16

16. An Individualized Education Program (IEP) team will meet with the parents of a first-grade student to review formal and informal assessments conducted with their child. Which of the following actions would be most effective when communicating the student's test scores to parents?

1. expressing to the parents how their child compares to grade-level peers in each area of assessment
2. providing the parents with strategies for fostering their child's development in areas of need based on assessment scores
3. describing to the parents what the assessments are designed to measure and how the scores from each reflect their child's specific strengths and needs
4. giving the parents examples of items from the assessments and results on how their child performed on each question

Answer to question 16

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Correct Response: C. (Objective 0007) Parents/guardians can be valuable partners in their child's education, especially when they are informed about their child's strengths, needs, and progress. When providing parents/guardians with technical information such as assessment results, it is important for teachers and Individualized Education Program (IEP) teams to focus on information that is needed and to do so in a way that is easy for the parents/guardians to understand. By including information about what the assessments measure and the information obtained from them, parents receive clear and useful information to support planning for the student's goals and other next steps.

Question 17

17. Which of the following statements best describes an accurate component of extended school year (ESY) services?

1. Families who request extended school year (ESY) services for their child must provide proof to the school district that they do not have other academic or child care options available during school breaks.
2. For extended school year (ESY) services to be offered, the school district must hire staff who are currently or have previously taught the students attending the program.
3. Extended school year (ESY) services are provided only for students whose Individualized Education Programs (IEPs) require assistive technology that is not currently available for the student at home.
4. Extended school year (ESY) services are selected for a student if they will enable the student to attain and maintain a goal in self-sufficiency that would be difficult to achieve with a lapse in services during school breaks.

Answer to question 17

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Correct Response: D. (Objective 0007) Extended school year (ESY) services are individualized special education and/or related services (such as speech/language therapy or occupational therapy) that are designed to provide a free appropriate public education (FAPE) to a student with disabilities (as mandated by the Individuals with Disabilities Education Improvement Act [IDEIA]). The need for ESY services is determined by the student's Individualized Education Program (IEP) team. At least annually, the IEP team must determine if a pupil is in need of ESY services. One factor that illustrates the need for ESY is if it would support the student in reaching and maintaining a goal in self-sufficiency, especially if the goal would likely not be met if the student did not receive ESY services.

Question 18

18. A seventh-grade student with autism spectrum disorder (ASD) uses a self-monitoring app on a tablet to track personal on- and off-task behaviors. Which of the following rationales describes a benefit of this practice?

1. providing an incentive for the student to demonstrate on-task behaviors throughout the day
2. allowing the student to track and collect data on behaviors in a discreet manner
3. teaching the student appropriate behaviors to substitute for off-task behaviors
4. supporting the student's understanding of appropriate on-task behaviors in each environment experienced daily

Answer to question 18

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Correct Response: B. (Objective 0007) Students' off-task and disruptive behaviors can interfere with their acquisition of academic and social skills. Self-monitoring is an intervention with strong evidence for increasing prosocial behaviors and decreasing challenging behaviors for students with autism spectrum disorder (ASD) in educational settings, but the cuing mechanisms (e.g., timers, stopwatch) and tracking materials (e.g., paper, pencil) can be obtrusive. Using a tablet for self-monitoring can be a more subtle means than self-monitoring with pencil and paper. A data collection app can also tally the data and save and send the data more easily than if the collection is done on paper.

Question 19

19. An Individualized Education Program (IEP) team is creating IEP goals for a second-grade student with a developmental cognitive disability (DCD). To increase goal effectiveness, the IEP should include goals for the student that are:

1. written for each of the curriculum areas that the student studies.
2. specific, measurable, and time-limited.
3. proven effective in use with other students with DCDs.
4. designed for achievement by the student by the end of elementary school.

Answer to question 19

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Correct Response: B. (Objective 0007) Each student who is eligible for special education services must have an Individualized Education Program (IEP). Within the IEP are annual goals and short-term instructional objectives for the student. Annual goals are designed to be achieved by the student by the end of the academic year. Specific goals target areas of academic achievement and functional performance. They include clear descriptions of the knowledge and skills that will be taught and how the child's progress will be measured. Measurable goals allow parents/guardians and teachers to know how much progress the student has made since the performance was last measured and also when the student reaches the goal. Time-limited goals encourage the monitoring of student progress at regular intervals to support the student in meeting the goal during the designated amount of time.

Question 20

20. An Individualized Education Program (IEP) team is creating a transition plan for a 14-year-old high school student. The transition plan must:

1. be based on an evaluation of the student's interests and needs in areas including work, recreation, and community participation.
2. outline alternative graduation requirements for the student.
3. have been initiated when the student turned 13 years old.
4. be centered on services the student and the student's parents/guardians have chosen for the student after graduation.

Answer to question 20

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Correct Response: A. (Objective 0007) Planning for the future is part of all students' education, and for students with disabilities this includes transition services. Transition services support a student in moving from school to adult life. The services depend on the individual student's needs and interests and can assist the student in college admission and employment readiness. Transition services also help a student obtain a job, find a place to live, and be a part of the community. The IEP team must first evaluate the student to determine individual strengths and interests, then create an individualized transition plan that aligns with the student's strengths, needs, and interests.

Question 21

21. A kindergartner who has developmental delays tends to display off-task behaviors during large- and small-group activities when she is near two specific peers in her class. In these situations, the student's ability to pay attention during group activities decreases, and the student often does not respond when the teacher attempts to gain her attention. Which of the following actions would be most appropriate for the teacher to use in addressing this situation?

1. taking away free time as a consequence if the student does not focus during group activities
2. requesting that the student is observed by the special education teacher for behavioral and attention needs
3. displaying a reminder of appropriate student behaviors during group activities at the front of the class and reviewing it with students as needed
4. separating the student from the two peers while she is participating in group activities

Answer to question 21

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Correct Response: D. (Objective 0008) Group activities can be distracting and can make focusing difficult for some students. In the above scenario, the student's off-task behavior increases when she is near certain peers. Ensuring the student is separated from the two peers during group activities is an appropriate strategy for the teacher to use when addressing the situation.

Question 22

22. A special education teacher is completing a functional behavior assessment (FBA) on a second grade student, Marshall. The teacher observes him three times in different settings.

In these three situations, the antecedent for Marshall's behavior would include asking him to:

1. follow directions.
2. work in a general education classroom.
3. sit in proximity to other students.
4. look at the whiteboard.

Answer to question 22

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Correct Response: A. (Objective 0008) An FBA involves identifying the following: 1) the behavior and the function that it serves; 2) specific triggers, or antecedents, such as events or actions that preceded the behavior; and 3) events or actions that occur after the behavior. According to the three observations, each time Marshall was asked to follow teacher instructions, he immediately acted out inappropriately. It is likely that the trigger for Marshall's inappropriate behavior is a reaction to being asked by the teacher to perform a task.

Question 23

23. A third grader with an emotional or behavioral disorder (EBD) often puts his head on his desk and refuses to work. The special education teacher completes a functional behavior assessment (FBA) to determine the cause of the student's unwillingness to participate in class. The results of the FBA will be presented at the student's next Individualized Education Program (IEP) team meeting. After reviewing the results the student's IEP team should:

1. provide the student with more individualized attention in the classroom.
2. create a behavior intervention plan (BIP) for the student.
3. discuss additional classroom supports for the student.
4. complete a functional behavior assessment (FBA) for the student's behavior at home.

Answer to question 23

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Correct Response: B. (Objective 0008) The results of the functional behavior assessment (FBA) will help the student's Individualized Education Program (IEP) team understand the motivation, antecedents, and consequences for the student's behavior. Using this information, the IEP team can then create a behavior intervention plan (BIP) to target the student's behaviors that need to change to promote the student's success.

Question 24

24. Which of the following scenarios best describes a situation in which a special education teacher would be justified in using a restrictive procedure with a student?

1. A sixth grader spits food at another student during lunch, causing the other student to be upset and change seats.
2. After continuous reminders to stay seated, an eight-year-old wanders around the classroom, touching other students on the head during class.
3. A sixteen-year-old student refuses to get off the bus and go into school, choosing instead to sit in the seat and look out the window.
4. During class, a ten-year-old student becomes agitated, picks up a pencil, and stabs himself repeatedly in the thigh.

Answer to question 24

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Correct Response: D. (Objective 0008) A restrictive procedure may only be used in a situation where immediate intervention is needed to protect a student or other individual from physical injury or to prevent serious property damage. The correct response would be considered an emergency because the student is endangering himself by stabbing himself. In this situation, the special education teacher would be justified in using a restrictive procedure to keep the student from harming himself further.

Question 25

25. Which of the following scenarios describes a push-in service delivery model for teaching a students with a disability?

1. A special education teacher works in a general education class with a small group of students on the subject being taught by the classroom teacher.
2. A paraprofessional reads a book of a student's choice related to a classroom lesson with the student in the library during a general education reading class.
3. An occupational therapist provides services to a kindergartener in handwriting and cutting skills necessary for classroom work in a therapy room.
4. A special education teacher instructs second graders in a small room adjoining the general education second-grade class.

Answer to question 25

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Correct Response: A. (Objective 0008) Push-in services are provided when a special education teacher goes into a general education classroom and gives support to students with Individualized Education Programs (IEPs) on the lesson or activity that is being taught during that time. The location of special education services, including if services are push-in services, is defined in the student's Individualized Education Program (IEP).

Question 26

26. A second grader with a specific learning disability (SLD) in reading and attention-deficit/hyperactivity disorder (ADHD) attends a general education second-grade class. The student becomes excited to answer questions and contribute to class discussions. During group lessons, the student has started calling out answers and speaking out of turn. Which of the following teacher actions would be most effective in reducing this disruptive behavior?

1. informing students that those who are quiet and behave appropriately during class discussion time will receive extra recess time
2. letting students know they will be called on to answer when they raise their hand quietly and calling on the student when he participates appropriately
3. arranging for the student to take walks to the office or to another teacher's classroom when disrupting the class
4. assigning the student to take notes on the class discussion, including answers other students provide to the teacher

Answer to question 26

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Correct Response: B. (Objective 0008) Calling out during class is an attention-seeking behavior. The planned ignoring strategy consists of an adult ignoring inappropriate behaviors from students and giving attention to students' positive behaviors. Ignoring unwanted behaviors in combination with positively reinforcing good behavior is proven to be an effective behavior management technique.

Question 27

27. A sixth grader with a mild developmental cognitive disability (DCD) and a physical impairment attends a general education class that is co-taught by a special education teacher and a general education teacher. Two months into the school year, the teachers notice a pattern in the student's behavior. During the transition from reading to lunch, when the students are getting their lunches from their lockers and lining up, the student becomes extremely upset and cries. The student complains of always being last to line up, and the disruption often causes the class to be late for lunch. Which of the following strategies would be the most effective positive behavioral intervention and support (PBIS) for the teachers to try with the student?

1. giving the student a choice of lining up with the rest of the students without crying or eating lunch in the classroom with the teacher
2. arranging for the student to have lunch ready to go at her desk to make the transition faster for her
3. speaking to the class privately and explaining that the student needs to be first in line for lunch once each week
4. explaining to the student that it might take her longer to do certain tasks than her classmates and that it is okay to be last

Answer to question 27

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Correct Response: B. (Objective 0008) Classroom positive behavioral intervention and support (PBIS) practices include preventative and responsive approaches that can be carried out with all students in a classroom and increased to support small groups or a few individual students. Classroom PBIS strategies are important tools to decrease disruptions, increase instructional time, and improve student social behavior and academic outcomes. This type of intervention can support the student in feeling more confident in the lunchtime transition, and, as a result, reduce disruptive behaviors.

Question 28

28. A special education teacher works with a preschool class of four-year-old children. The teacher has a visual schedule in the classroom that lists the order of events for the day. Also on the schedule, next to the events of the day, are pictures of children taking turns and children holding a finger to their mouths in the "shh" gesture to indicate quiet voices. In addition to helping children know what will happen each day, which of the following rationales would be the greatest benefit of this type of schedule?

1. providing children frequent opportunities throughout the day to self-advocate
2. giving children an opportunity to be self-motivated to follow the schedule without help
3. supporting children in developing independence by allowing them to make choices during the day
4. reminding children of the self-regulation skills that are needed at times throughout the daily schedule

Answer to question 28

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Correct Response: D. (Objective 0008) Preschool-aged children with and without disabilities are learning how to self-regulate their emotions and actions. Modeling appropriate behavior through pictures, such as of children being quiet in the library, is a visual reminder for children to understand how they should behave at certain times of the day.

Question 29

29. A special education teacher co-teaches in a general education fifth-grade class. The teachers notice that class discussions are typically dominated by a few students who are comfortable with and enjoy volunteering to talk in the whole group setting. The class includes students with a variety of strengths and needs. Which of the following teacher actions would most effectively engage more students in classroom discussions?

1. implementing a turn and talk activity with the whole class during which all students take a few minutes to speak with a partner about what they have learned during the lesson
2. keeping a checklist of how often students give answers or comments during class discussions and limiting them to twice per class
3. giving each student who participates in a whole-class conversation extra recess for each answer or contribution they provide to the discussion
4. commending the students who volunteer to participate and asking them to provide the rest of the class with tips on how to join class discussions more easily

Answer to question 29

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Correct Response: A. (Objective 0008) The turn and talk strategy permits all students to participate in a conversation, rather than only a few students participating in a class-wide discussion. In this strategy, all students are able to process new learning while engaging in meaningful conversation with a classmate. The turn and talk strategy fosters students' active participation and individual academic success in one-to-one settings as part of a larger whole-group setting.

Question 30

30. An eighth-grade student with autism spectrum disorder (ASD) frequently yells out and cries loudly in class when frustrated. The student's Individualized Education Program (IEP) team has conducted a functional behavior assessment (FBA) for the student and is creating a behavior intervention plan (BIP). Which of the following components must the IEP team include when writing the BIP?

1. a comprehensive list of teachers who work with the student who may review and reinforce the student's BIP
2. assistive technology the student will use to support appropriate classroom behavior
3. environments and settings during which the BIP in not required for the student
4. replacement behaviors the student will learn that serve the same purpose for the student as yelling out during class

Answer to question 30

Answer Enter to expand or collapse answer. Answer expanded

Correct Response: D. (Objective 0008) The primary purpose of a behavior intervention plan (BIP) is to clearly define how to support an individual student in improving behavior. The primary components of a BIP include identifying information about the student, a description of the target behaviors (behaviors that will be changed), a description of replacement behaviors for the student to learn to engage in instead of the target behaviors, preventative strategies to eliminate or reduce behavioral triggers, teaching strategies to learn to manage behavior, consequences that follow the target and replacement behaviors, data collection procedures, and duration of the plan.

Question 31

31. A special education teacher works in a daycare center with a three-year-old child with autism spectrum disorder (ASD). The teacher has noted that the child's favorite toys to play with are dog and cat figurines. The teacher would like to implement Pivotal Response Treatment (PRT) with the child. Which of the following scenarios best describes the implementation of this approach with the child?

1. encouraging the child to create dog- and cat-themed art projects and look at dog- and cat-themed picture books
2. providing the child with many dog and cat figurines of various colors, shapes, and textures to play with and explore
3. creating a dog- and cat-themed area of the classroom for the child to go to when needing a break from interacting with peers
4. showing dog and cat figurines to the child and letting the child play with the figurines after pointing to them or initiating communication with the teacher

Answer to question 31

Answer Enter to expand or collapse answer. Answer expanded

Correct Response: D. (Objective 0008) Pivotal Response Training (PRT) is a naturalistic intervention based on the principles and practices of applied behavior analysis (ABA) and developmental approaches. Instead of targeting individual behaviors, PRT targets "pivotal" areas of a child's development. These include motivation, response to multiple cues, self-management, and the initiation of social interactions. The philosophy is that, by targeting these critical areas, PRT will produce broad improvements across other areas of sociability, communication, behavior, and academic skill building. In this scenario, the teacher is creating an opportunity for communication with the child by showing the child desired objects. When the child initiates communication with the teacher to show interest in the objects, this communication is reinforced by giving the child the desired objects.

Question 32

32. A 17-year-old student with a moderate developmental cognitive disability (DCD) has expressed an interest in employment at a local hospital. Which of the following instructional strategies would be most effective in supporting the student in effectively achieving this goal?

1. scheduling multiple visits to the hospital for the student and introducing the student to staff members
2. arranging for current employees from the hospital to visit the school and discuss various job openings with the student
3. instructing the student in work tasks relevant to working in the hospital while in school and researching hospital internship options for students
4. teaching the student to write a resume and a cover letter that includes the reasons he would like to work at the hospital

Answer to question 32

Answer Enter to expand or collapse answer. Answer expanded

Correct Response: C. (Objective 0009) When preparing students with disabilities for employment after graduation from high school, it is important to provide them with specific training and a pathway to reach their career goals. Transferring previously learned skills to the workplace can often be difficult for students, including students with developmental cognitive disabilities (DCDs). It is useful to teach students specific skills they can apply to jobs they want while they are in school, and then to support them in finding internships and/or job-training programs during high school and after graduation.

Question 33

33. A fourth grader with fetal alcohol syndrome disorder (FASD) follows a morning routine that includes getting dressed, eating breakfast, brushing teeth and hair, putting on shoes, and putting on a backpack. Lately, the student has been late to school due to simple distractions and forgetting some of the steps to get ready. The student's parent/guardian asks the special education teacher for suggestions on how to help the child complete morning tasks independently. Which of the following recommendations from the teacher would best support the student's independence in meeting this goal?

1. giving the student incentives at school each morning for each self-care task completed at home
2. suggesting that the student brush teeth and hair at school each morning
3. teaching the student to look at and follow a visual schedule of the expected routine each morning at home
4. recommending that the student organize backpack and self-care items the night before for easy accessibility in the morning

Answer to question 33

Answer Enter to expand or collapse answer. Answer expanded

Correct Response: C. (Objective 0009) Visual supports are proven effective to help students with developmental cognitive disabilities (DCDs) such as fetal alcohol syndrome disorder (FASD). A visual schedule allows a student to anticipate the order of events that need to take place and understand what do to when a task is finished. Visual supports also increase a student's independence over time.

Question 34

34. A special education teacher works with 12 students with a range of developmental cognitive disabilities (DCDs) in a substantially separate classroom with paraprofessional support. Which of the following teacher actions would be most effective for monitoring students' growth toward their Individualized Education Program (IEP) goals on a regular basis?

1. providing each student with individualized instruction for thirty minutes each day
2. creating a progress chart for each student and updating it weekly
3. saving daily work samples from each student to keep until the end of the year
4. meeting with a paraprofessional and the students' parents each month to discuss concerns

Answer to question 34

Answer Enter to expand or collapse answer. Answer expanded

Correct Response: B. (Objective 0009) Effective progress monitoring provides for improved student learning, informed instructional decisions, and more efficient communication with students' parents/guardians and other professionals. Data collected by progress monitoring that is presented in chart form can be motivating for students and informative for their parents/guardians because they are able to see the progress being made.

Question 35

35. A seven-year-old child with a moderate developmental cognitive delay (DCD) attends a general education first-grade class with the support of a paraprofessional. The student also attends lunch, art, music, and physical education with this class. The student has fine-motor delays and speech articulation that makes it hard to be understood by others. Based on this information, which of the following augmentative and alternative communication (AAC) devices would the student likely benefit from most during the school day?

1. a ring with picture cards on it for the student to point to needed or desired objects
2. a small type and talk speech-generating device that the student can carry in a pocket and use when needed
3. a preprogrammable single switch that the student can use to speak one sentence at a time
4. a speech output device with a grid of eight large pictures from which the student can choose

Answer to question 35

Answer Enter to expand or collapse answer. Answer expanded

Correct Response: D. (Objective 0009) A speech output device containing eight large pictures would be most beneficial to a student with a moderate developmental cognitive delay (DCD) and fine-motor difficulties. This device can be carried to different activities and used in a variety of situations during the day, such as at lunch, during morning meeting, and in classroom activities.

Question 36

36. A first grader with a developmental cognitive delay (DCD) attends a general education classroom. The special education teacher plans to teach the student to wash hands independently. The teacher begins by creating a series of pictures and posting them next to the sink at the student's eye level. The pictures cover the following steps: turn on faucet, get hands wet, add soap, rinse hands, turn off water, get a paper towel, dry hands, throw towel away. This type of teaching method is known as a:

1. task analysis.
2. inquiry-based instruction.
3. positive behavior intervention.
4. self-care checklist.

Answer to question 36

Answer Enter to expand or collapse answer. Answer expanded

Correct Response: A. (Objective 0009) A task analysis is used to break down a skill into smaller, more manageable components. It includes taking a multistep task that a student will be learning and defining the component tasks involved in learning the overall task. It is used to teach skills that are difficult for a student to learn all at once. The student will learn the task that is required (e.g., turning on the faucet) before moving on to learning the next task (e.g., getting hands wet). Task analysis is an effective way to teach students with disabilities to successfully learn a variety of tasks and become more independent.

Question 37

37. Which of the following scenarios best illustrates the use of universal design for learning (UDL) in a sixth-grade classroom?

1. Desks are arranged in clusters of three and four.
2. Textbooks are available in print, audio, and digital media formats.
3. All students in the class participate in the same academic curriculum.
4. Students use computers during classes to research the topic being discussed.

Answer to question 37

Answer Enter to expand or collapse answer. Answer expanded

Correct Response: B. (Objective 0009) Universal Design for Learning is a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for each student, including flexible approaches that can be customized and adjusted for individual needs. Providing textbooks in different forms—including print, audio, and digital formats—enables a wide range of students to access grade-level content text.

Question 38

38. A third-grade student with a language-based specific learning disability (SLD) experiences difficulty in word retrieval. The student works with a speech-language pathologist (SLP) and attends a general education classroom with support from the special education teacher. Which of the following actions would be appropriate for a special education teacher to use in supporting the student in word retrieval?

1. requiring the student to memorize many new vocabulary words each week
2. giving the student a dictionary to refer to when experiencing word retrieval challenges
3. incorporating sentence completion tasks for the student into reading assignments
4. encouraging the student to increase rate of speech to increase rate of retrieval

Answer to question 38

Answer Enter to expand or collapse answer. Answer expanded

Correct Response: C. (Objective 0009) Word retrieval is the ability to recall words that are already known and stored in long-term memory. To retrieve a word from long-term memory, the concept that matches the idea to be expressed must first be selected from storage. Next, the word for this concept must be retrieved from long-term memory. Then the word must be spoken. Using sentence completion activities with a well-known and established sentence pattern (e.g., "We baked a ..." to elicit target words such as "cake" or "pie") provides the student with guided practice in retrieval, while scaffolding the work so the student is more likely to retrieve the word him or herself.

Question 39

39. A special education teacher is working with a third-grade student with developmental cognitive disability (DCD). The teacher takes ten small blocks and lines them up in two rows of five blocks each. The teacher asks the student to count the blocks. While the student is watching, the teacher moves the blocks in the second row apart, so there is much more space between them than in the row above. The teacher asks the student if there is the same number of blocks as before, and asks the student to count the blocks again. This activity would most effectively foster the development of which of the following math concepts?

1. conservation of numbers
2. representing data
3. measurable attributes
4. extension of counting sequence

Answer to question 39

Answer Enter to expand or collapse answer. Answer expanded

Correct Response: A. (Objective 0009) Conservation of number is a mathematical concept that was first identified by Jean Piaget. It is the recognition by a young child that quantity does not change with physical rearrangement. In this scenario, the teacher demonstrates to the student that even though the second row of blocks takes up more space the second time they count it, it still contains the same number of blocks.

Question 40

40. A special education teacher has been working with a group of students on math calculations. The teacher gives the students the following word problem:

Which of the following math concepts does this word problem address?

1. cardinality
2. part-part-whole
3. one-to-one correspondence
4. subitizing

Answer to question 40

Answer Enter to expand or collapse answer. Answer expanded

Correct Response: B. (Objective 0009) Part-part-whole relationships can be expressed by using number sentences like a + b = c or c − minus b = a, where a and b are the parts and c is the whole. A natural way support students' understanding of this concept is by focusing on students' early development of number sense for addition and subtraction and providing young students with a multitude of experiences to compose and decompose numbers. Building understanding of part-part-whole relationships is important, as this understanding is central to addition and subtraction concepts, properties, and algorithms.